2. WebQuest
A WebQuest is an inquiry-oriented activity in which some
or all of the information that learners interact with comes
from resources on the internet, optionally supplemented
with videoconferencing. There are at least two levels of
WebQuests that should be distinguished from one another.
3. Short Term WebQuests
The instructional goal of a short term WebQuest is
knowledge acquisition and integration. At the end of a
short term WebQuest, a learner will have grappled with a
significant amount of new information and made sense of
it. A short-term WebQuest is designed to be completed in
one to three class periods.
4. Longer Term WebQuest
The instructional goal of a longer term WebQuest is what
Marzano calls Dimension 3: extending and refining
knowledge. After completing a longer term WebQuest, a
learner would have analyzed a body of knowledge deeply,
transformed it in some way, and demonstrated an
understanding of the material by creating something that
others can respond to, on-line or off-. A longer term
WebQuest will typically take between one week and a
month in a classroom setting.
5. WebQuests should contain at
least the following parts:
An introduction that sets the stage and provides some
background information
A task that is doable and interesting
A set of information sources needed to complete the task
A description of the process the learners should go
through in accomplishing the task
Some guidance on how to organize the information
acquired.
6. Non-critical attributes of a
WebQuest include these:
WebQuests are most likely to be group activities
WebQuests might be enhanced by wrapping motivational
elements around the basic structure by giving the learners
a role to play
WebQuests can be designed within a single discipline or
they can be interdisciplinary
7. Ideas with WebQuest
A searchable database in which the categories in each field
were created by the learners.
A microworld that users can navigate through that
represents a physical space.
An interactive story or case study created by learners.
A document that describes an analysis of a controversial
situation, takes a stand, and invites users to add to or
disagree with that stand.
A simulated person who can be interviewed on-line. The
questions and answers would be generated by learners
who have deeply studied the person being simulated.
8. Problem-based learning
A student-centered pedagogy in which students learn
about a subject in the context of
complex, multifaceted, and realistic problems.
9. PBL Goals
The goals of PBL are to help the students develop flexible
knowledge, effective problem solving skills, self-directed
learning, effective collaboration skills and intrinsic
motivation. Working in groups, students identify what
they already know, what they need to know, and how and
where to access new information that may lead to
resolution of the problem.
10. The Six core characteristics of
problem based learning:
consists of student-centered learning
learning occurs in small groups
teachers act as facilitators or guides (referred to as tutors)
a problem forms the basis for organized focus and
stimulus for learning
problems stimulate the development and use of problem
solving skills
new knowledge is obtained through means of self-directed
learning.
11. Cognitive effects of problem-
based learning
initial analysis of the problem and activation of prior
knowledge through small-group discussion
elaboration on prior knowledge and active processing of
new information
restructuring of knowledge, construction of a semantic
network
social knowledge construction
learning in context
stimulation of curiosity related to presentation of a
relevant problem
12. Reference
Retrieved on March 8th, 2012 from:
Wikipedia
http://webquest.sdsu.edu/about_webquests.html
